Investigating Educators’ Behavioural Intentions Towards Smart Tools in Education

Abstract

This study explores pre-service and in-service teachers’ behavioral intention to adopt smart tools by examining their perceptions of usefulness, ease of use, enjoyment, and contextual readiness. Using a quantitative survey design, data was collected from 42 participants across the Delhi-NCR region through purposive sampling. A composite score of 15 Likert-scale items was used to measure behavioural intention, followed by quartile-based analysis, independent samples t-tests (for gender), and one-way ANOVA (for age groups). While results revealed no statistically significant differences across gender and age, the quartile distribution indicated a varied spectrum of intention, with participants broadly categorised into low, moderate, and high-intention groups. The study highlights the need for teacher training programs to go beyond technical instruction. It advocates for a more nuanced, context-aware approach to technology readiness in teacher education that bridges the gap between vision and practice in the evolving ecosystem of Education 5.0.